Upload
online
View
696
Download
3
Embed Size (px)
Citation preview
Rhythm and Rhyme
Collocation, Critical Thinking, and the 3Rs
ELT through
-------
Jason R. Levine, English Specialist
The Case of Ji Yeon Lee
“Yesterday I go a movie”
A vicious cycle keeps students on the “intermediate plateau.”
Low input ➔ Low comprehension ➔ Low confidence ➔ Low motivation ➔
Low input
The FLUENT Cycle!
high input ➔ high comprehension ➔ high confidence ➔ high motivation ➔
high input
“Kids are like sponges.”
“Kids are like sponges.”
• Age• Brain physiology• Large amounts of repetitive input• Relaxed• Interested and engaged• Not concerned with errors• Can’t think analytically
Lola
“Play it again! Read it again!”
Reciting the alphabet, numbers,
and the days of the week.
Phrasal verbs and negative
questions.
“It’s not my fair!” “I do a mistake.”
“I brung you a present.”
QuickTime™ and aH.264 decompressor
are needed to see this picture.
The Lexical Approach “Language consists of grammaticalized
lexis, not lexicalized grammar.” - Michael Lewis
The fundamental building blocks of lexis are collocations.
However: textbooks, worksheets, and flashcards do not provide enough repeated exposure to collocations.
Collocation =
A high-frequency CHUNK of language
Collo = Collocation
Two Important Types of Collos
(1) Verb + (Preposition) + Complement
fly a planelisten to music
decide to studygive up smoking
(2) Adjective + (Preposition) + Complement
heavy trafficjealous of her
so much informationhappy to help
Mis-Collos
Hollow Collos
listen music ask to someone
take the phone
eat medicine
have hunger
make a boyfriend
a tall mountain a bad noise
clothe myself awake and arisedo a picnic
Make ______
Do ______
“What’s an uncountable noun?”
Teaching Collos can help teach the grammar that native speakers never
learned.
Names and numbers Collo, too!
Khartoum _____Michael _____8 x 7 = ______
Always ______Just ______
Kentucky ______
I had to get Collos stuck in their heads!
ColloCards
ColloTunes
it’s easy to
When you
your time with
The Baby and the Bathwater
• In its response to the Audio-Lingual Method, Communicative Language Teaching ultimately “threw the baby out with the bathwater.”
• An EFL student who lacks the ability to automatically recall Collos, lacks the foundation on which to build accurate and fluent communicative skills.
Collo and SPARK!Super-PoweredAutomaticRecall ofKnowledge!
Collo• An intuitive concept for students to grasp
• The bridge from words to sentences
• Leads to less analyzing and monitoring
• Promotes accuracy AND fluency
• Lays a foundation for critical thinking skills
• Fun to identify Collos and discuss them in class
• Students notice immediate improvementSuccess is contingent upon sufficient input/intakethrough repeated exposure.
It’s all about the 3Rs:
RelaxRepeat
Remember
Rehearsal• Select the Collos your students need most to
achieve communicative goals.• Rehearse Collos in class and assign as homework.• Rehearse anytime, anywhere-a little bit each day
(like doing sit-ups!)• Ideas to try: marking stress, using recorders,
shadowing native speakers’ speech • Promote acquisition through meaningful
repetition, NOT memorization!• Design communicative activities to get students
building sentences with the Collos they have rehearsed.
“Let’s build a baseto support higher
thought and hold on to all of the things that
we’re taught.”
-Fluency MC, “More of America”
Colloandspark.com Youtube.com/collolearn
Facebook.com/fluencymc Twitter.com/fluencymc
Facebook.com/groups/improvespoken Linkedin.com/in/jaselevine Facebook.com/englishlanguageteachingvideo [email protected]